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The document discusses the use and analysis of analogical reasoning. It explains that an argument from analogy compares two things based on similarities to assert that a characteristic true of one thing is also true of the other. Analogies are commonly used in law, where previous cases set precedents that lawyers and judges use to reason about new cases. The document provides guidance on analyzing analogies, including identifying similarities and differences, and assessing whether an analogy is strong or weak based on the relative weight of the similarities versus differences. It also discusses how hypothetical scenarios are used in legal training to prepare students for analogical reasoning in applying laws and precedents to new cases.
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In this assignment, you will compose three original examples of info.docx
In this assignment, you will compose three original examples of informal fallacy arguments. This assignment allows you to examine common fallacies in everyday reasoning.
Using the types of arguments listed in the textbook chapter “Flimsy Structures,” respond to the following:
Draft two original fallacies. Do not identify the fallacies, allow your peers to determine what fallacy your example represents.
Next, using the Internet, respond to the following:
Research a third informal fallacy not already covered in the text.
Identify and define the fallacy. For example, appeal to tradition, false dichotomy, etc.
Provide a citation for your source.
Construct an original fallacy argument of that type.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Sunday, October 7, 2012
, post your response to the appropriate
Discussion Area
. Through
Wednesday, October 10, 2012
, review and comment on at least two peers’ responses. Identify their fallacies and suggest ways in which they can refine their arguments.
Grading Criteria and Rubric
Assignment 2 Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
CHAPTER 12
Flimsy Structures
This chapter could have been titled “
Un
warranted Inferences.” The following are certain infamous reasons given to support arguments—infamous because they mimic real support. There are two basic replies to these inferences: “So what?” or “What else?”
Abusing arguments may be among the world’s older professions. Proper names for many types of abuse are in Latin. I’ll deal only with the seven deadliest: inconsistency,
ad hominem
attacks, appeal to pity, begging the questions,
post hoc ergo propter hoc
, appeal (only) to the many, and straw man.
INCONSISTENCY
Two main ways of being inconsistent come to mind:
1.
Offering reasons that are contradictory
. For example, arguing that most people who strive for success do so out of hunger for love and admiration they didn’t get when growing up; and in the same book arguing that most people strive for success because they can afford to take the risk of failure, having been given a lot of encouragement and attention as children. Since encouragement and attention are tantamount to love and admiration, this argument is foundering on inconsistency unless the arguer makes a careful distinction between the pairs of terms
love-admiration
and
encouragement-attention
to explain this disparity.
2.
Offering reasons that contradict the conclusion
. For example, we should conserve on fuel because many of the elderly poor are dying from lack of heat in the winter. Given that reason, the conclusion would appear to be the opposite: that we should expend more fuel, at least on the elderly poor (unless some fiend is advocating killing off the elderly poor).
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Chapter 09 hurley 12e
Analogical reasoning involves comparing two entities or instances that share some attributes and using that comparison to draw a conclusion about another attribute. Arguments from analogy can vary in strength based on factors like the number and relevance of similarities between the primary and secondary analogues. Analogical reasoning is commonly used in legal arguments because the English common law system relies heavily on precedent from past cases. However, analogies in law can be complex due to diverse court systems and the creative reasoning of lawyers and judges.
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Week 3 - Instructor Guidance
Welcome to week three! This week we will jump ahead to the inductive method of logical reasoning. If you will remember, inductive movements go from general to particular, and the logic of induction operates in the realm of probability. In inductive reasoning you are not certain about the answer with the given information, but you can make an educated guess. You will come across inductive arguments all the time in everyday life. Just think about buying a car. Most of us judge whether or not to buy a certain kind of car based upon past experiences that we have had or our friends have had. If the past two cars that I bought were a Ford, and they fell into pieces after a couple of years, then odds are I will not buy a Ford again when I am perusing the car lot. There are several different kinds of inductive argument.
One major type of inductive argument (like the one I just mentioned) is the argument from analogy or analogical inductive argument. An analogy is where you compare the property of one thing to the property of another. You can spot these when they are in written form because “like” English principles of speech, an analogy compares two things together using “like” or “as”. For example, “Men are like parking spots. All the good ones are taken, and the rest are handicapped.” This was a funny analogy that my sister used to say when she was single. What is the “target” of the analogy and what is the “property” in question being related. It is obvious in this example that men are the targets of the analogy (and the butt of my sister’s joke). The properties in question are availability and desirability because since in the one instance the good guys are already taken by other women, and in the second instance the remaining men are not of good quality. You will probably be able to spot these analogous thought processes in your everyday thinking if you stop and think about it. Inductive arguments are not valid (like deductive arguments) they are strong or weak depending on the logic. For analogical arguments, it is the closeness of the properties being compared between the two things that matters. If you were comparing someone who hurt your feelings to Adolf Hitler, then the analogy would be pretty weak.
Another form of inductive reasoning is “inductive generalization”. This is where you take a sample or piece from a class of things and “generalize” about the whole group or class. If you are shopping for an apple at the grocery store and the first five apples you pull out are completely rotten, then you might generalize that the whole bin is spoiled. We would be more inclined to affirm that the whole bin is spoiled if there were only ten apples than if there were 100 apples. This is because the larger the sample size of the generalization the stronger the induction. This is most true when you consider scientific studies or social science surveys. You want the cancer study to have used a sample group of larger than .
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The document presents a multi-media presentation that compares the nervous system to various objects through a series of eight analogies: 1) the brain and computer, 2) the nervous system and electrical system, 3) the brain and a hospital, 4) the neuron and a phone, 5) the cerebrum and a computer, 6) the dendrites and phone operators, 7) the reflex and an anti-virus program, and 8) sensory nerves and heat sensors. The presentation utilizes images and videos from sources like BrainPOP and links to provide visual examples and further explanation for each analogy between biological and technological systems.
In this assignment, you will compose three original examples of info.docx
In this assignment, you will compose three original examples of informal fallacy arguments. This assignment allows you to examine common fallacies in everyday reasoning.
Using the types of arguments listed in the textbook chapter “Flimsy Structures,” respond to the following:
Draft two original fallacies. Do not identify the fallacies, allow your peers to determine what fallacy your example represents.
Next, using the Internet, respond to the following:
Research a third informal fallacy not already covered in the text.
Identify and define the fallacy. For example, appeal to tradition, false dichotomy, etc.
Provide a citation for your source.
Construct an original fallacy argument of that type.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Sunday, October 7, 2012
, post your response to the appropriate
Discussion Area
. Through
Wednesday, October 10, 2012
, review and comment on at least two peers’ responses. Identify their fallacies and suggest ways in which they can refine their arguments.
Grading Criteria and Rubric
Assignment 2 Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
CHAPTER 12
Flimsy Structures
This chapter could have been titled “
Un
warranted Inferences.” The following are certain infamous reasons given to support arguments—infamous because they mimic real support. There are two basic replies to these inferences: “So what?” or “What else?”
Abusing arguments may be among the world’s older professions. Proper names for many types of abuse are in Latin. I’ll deal only with the seven deadliest: inconsistency,
ad hominem
attacks, appeal to pity, begging the questions,
post hoc ergo propter hoc
, appeal (only) to the many, and straw man.
INCONSISTENCY
Two main ways of being inconsistent come to mind:
1.
Offering reasons that are contradictory
. For example, arguing that most people who strive for success do so out of hunger for love and admiration they didn’t get when growing up; and in the same book arguing that most people strive for success because they can afford to take the risk of failure, having been given a lot of encouragement and attention as children. Since encouragement and attention are tantamount to love and admiration, this argument is foundering on inconsistency unless the arguer makes a careful distinction between the pairs of terms
love-admiration
and
encouragement-attention
to explain this disparity.
2.
Offering reasons that contradict the conclusion
. For example, we should conserve on fuel because many of the elderly poor are dying from lack of heat in the winter. Given that reason, the conclusion would appear to be the opposite: that we should expend more fuel, at least on the elderly poor (unless some fiend is advocating killing off the elderly poor).
Enjoy Being on the Lookout
You can .
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Analogical reasoning involves comparing two entities or instances that share some attributes and using that comparison to draw a conclusion about another attribute. Arguments from analogy can vary in strength based on factors like the number and relevance of similarities between the primary and secondary analogues. Analogical reasoning is commonly used in legal arguments because the English common law system relies heavily on precedent from past cases. However, analogies in law can be complex due to diverse court systems and the creative reasoning of lawyers and judges.
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Week 3 - Instructor Guidance
Welcome to week three! This week we will jump ahead to the inductive method of logical reasoning. If you will remember, inductive movements go from general to particular, and the logic of induction operates in the realm of probability. In inductive reasoning you are not certain about the answer with the given information, but you can make an educated guess. You will come across inductive arguments all the time in everyday life. Just think about buying a car. Most of us judge whether or not to buy a certain kind of car based upon past experiences that we have had or our friends have had. If the past two cars that I bought were a Ford, and they fell into pieces after a couple of years, then odds are I will not buy a Ford again when I am perusing the car lot. There are several different kinds of inductive argument.
One major type of inductive argument (like the one I just mentioned) is the argument from analogy or analogical inductive argument. An analogy is where you compare the property of one thing to the property of another. You can spot these when they are in written form because “like” English principles of speech, an analogy compares two things together using “like” or “as”. For example, “Men are like parking spots. All the good ones are taken, and the rest are handicapped.” This was a funny analogy that my sister used to say when she was single. What is the “target” of the analogy and what is the “property” in question being related. It is obvious in this example that men are the targets of the analogy (and the butt of my sister’s joke). The properties in question are availability and desirability because since in the one instance the good guys are already taken by other women, and in the second instance the remaining men are not of good quality. You will probably be able to spot these analogous thought processes in your everyday thinking if you stop and think about it. Inductive arguments are not valid (like deductive arguments) they are strong or weak depending on the logic. For analogical arguments, it is the closeness of the properties being compared between the two things that matters. If you were comparing someone who hurt your feelings to Adolf Hitler, then the analogy would be pretty weak.
Another form of inductive reasoning is “inductive generalization”. This is where you take a sample or piece from a class of things and “generalize” about the whole group or class. If you are shopping for an apple at the grocery store and the first five apples you pull out are completely rotten, then you might generalize that the whole bin is spoiled. We would be more inclined to affirm that the whole bin is spoiled if there were only ten apples than if there were 100 apples. This is because the larger the sample size of the generalization the stronger the induction. This is most true when you consider scientific studies or social science surveys. You want the cancer study to have used a sample group of larger than .
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This document discusses the properties of well-written texts, including organization, coherence, language use, and mechanics. It identifies five types of claims that written texts or arguments may make: claims of fact, definition, cause, value, and policy. Each type of claim answers a different question and leads the text or argument in a particular direction regarding purpose and perspective. The document provides examples of each type of claim to illustrate how they differ based on their focus and organizational structure.
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This document outlines five types of claims that arguments can be categorized into: claims of fact, definition, cause, value, and policy. It provides examples and descriptions of each type of claim, noting that the predominant claim identifies the main purpose of the argument. Arguments may contain mixed claims, where one type is dominant but others serve as supporting subclaims. Identifying the predominant claim helps focus an argument and determine the appropriate organization and support.
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Chapter 8 Body Paragraph Str
Chapter 8
Body Paragraph Strategies
If the introduction sets up your paper's thesis, and the thesis makes the claim, the
duty of the body paragraphs is to prove the claim. There are many different ways to
prove your claim, but let’s first start by looking at the structure of a body paragraph
because no matter what kind of proof you are using, it is likely that all body paragraphs
will use some of these major writing strategies to help the reader feel grounded and
make the paragraph feel organized.
Concept of Unity
In English 100 and 101, we talked about the idea of “forecasting”. This means
you want your reader to know where you are going. The main way we do this is with
topic sentences. A topic sentence tells the reader what part of the thesis the paragraph
will prove. It typically comes as the first sentence of a paragraph. There are times when
this is not the case, but it may be best to get in the habit of placing it there since this
strategy can never go wrong. Let’s look at a couple topic sentences from the course
readings. This is a body paragraph from the article, “Labels for GMO Foods are a Bad
Idea.” Scientific American, 1 Sep. 2013.
It’s not hard to tell from the title of this article what the main thesis is or what it
is arguing. Here is a body paragraph.
Antagonism toward GMO foods also strengthens the stigma
against a technology that has delivered enormous benefits to
people in developing countries and promises far more. Recently
published data from a seven-year study of Indian farmers show
that those growing a genetically modified crop increased their
yield per acre by 24 percent and boosted profits by 50 percent.
These farmers were able to buy more food—and food of greater
nutritional value—for their families.
The topic sentence I have highlighted in bold clearly connects to the main thesis
and it sets up the evidence to follow. A common error in body paragraphs is that
students feel that the evidence speaks for itself and they don’t set it up enough. This
may be true in some cases, but eventually your reader will start to feel lost and
unguided through all the evidence. We want them on a clear path the whole time.
Sometimes topic sentences refer to the paragraph above to create a transition.
The transition if often the last sentence in a body paragraph, but the topic sentence can
also connect paragraphs and make its main point. Let’s look at two more paragraphs
from the same article.
Many people argue for GMO labels in the name of increased
consumer choice. On the contrary, such labels have limited
people's options. In 1997, a time of growing opposition to GMOs
in Europe, the E.U. began to require them. By 1999, to avoid
labels that might drive customers away, most major European
retailers had removed genetically modified ingredients from
products bearing their brand. Major food producers such as
Nestlé followed suit. Today it is virtually impossible to find
GMOs ...
Ethical ClaimsBoth ethics and morals involve considerations abou.docx
Ethical Claims
Both ethics and morals involve considerations about what’s right and wrong. The term “ethics” derives from the Greek word ethos, meaning character, while “moral” comes from the Latin word moralis, meaning ethical. So the words “ethics” and “morals” are often used interchangeably.
For most of this text, we’ve been exploring the ways that people provide support that a claim is true. But now we’re exploring something quite different: how people provide support that a claim is right—not “right” in the sense of being accurate but “right” in the sense of being the morally correct thing to do.
Not everything has a moral dimension. Some things, like arithmetic, are amoral. The equation 2 + 2 = 4 is neither good nor bad, it’s just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it we will need to construct an argument (i.e., provide sound reasoning to support this conclusion). So we’re still dealing with claims and arguments, fallacies and sources, and so on, but we’ve completely left the realm of science, with its observable phenomena and replicable experiments. We’re in the land of ethics now.
We learn ethics like we learn everything else: through a mixture of personal experience and shared knowledge. Every society possesses a sense that some things are right and others are wrong. Generally speaking, we believe that it is good to help other people and bad to hurt them. We learn this from our own reactions to things as we grow up and develop our sense of self. And these lessons are reinforced by parents, teachers, friends, and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual’s actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a given situation.
Justification: an argument claiming that violating some moral principle is actually the right course of action in a given situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing someone else. (justification)
Moral dilemma: a situation in which there is not an obvious ethically right or wrong answer, often because there are two moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It’s wrong to kill.
Should I kill him to keep him from killing others?
Answer the following questions about the material above.
Multiple Choice Question
How do moral claims differ from other types of claims?
· There’s no such thing as a fallacy in a moral claim.
· They make a claim about what’s right and wrong.
· They must be supported by evidence.
· They contain a premise and a conclusion.
Multiple Choice Question
Kayla normally believes that a mother should make her child as happy as possibl ...
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Ethics 9.1 Ethical Claims Questions 0 of 3 complete (0) 0 of.docx
Ethics / 9.1 Ethical Claims Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Ethical Claims
Both ethics and morals involve considerations about what's right and wrong. The term "ethics" derives from the Greek word ethos, meaning character, while "moral" comes from the Latin word moralis, meaning ethical. So the words "ethics" and "morals" are often used interchangeably.
For most of this text, we've been exploring the ways that people provide support that a claim is true. But now we're exploring something quite different: how people provide support that a claim is right—not "right" in the sense of accurate but "right" in the sense of morally the correct thing to do.
Not everything has a moral dimension. Some things, like arithmetic, are amoral. The equation 2 + 2 = 4 is neither good nor bad, it's just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it, we will need to construct an argument (i.e., provide sound reasoning to support this conclusion). So we're still dealing with claims and arguments, fallacies and sources, and so on. But we've completely left the realm of science, with its observable phenomena and replicable experiments. We're in the land of ethics now.
We learn ethics like we learn everything else, through a mixture of personal experience and shared knowledge. Every society possesses a sense that some things are right and others are wrong. Generally speaking, we believe that it is good to help other people and bad to hurt them. We learn this from our own reactions to things as we grow up and develop our sense of self. And these lessons are reinforced by parents, teachers, friends, and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual's actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a given situation.
Justification: an argument claiming that violating some moral principle is actually the right course of action in a given situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing someone else. (justification)
Moral dilemma: a situation in which there is not an obvious ethically right or wrong answer, often because there are two moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It's wrong to kill.
Should I kill him to keep him from killing others?
Answer the following questions about the material above.
How do moral claims differ from other types of claims?
· They make a claim about what's right and wrong.
· They contain a premise and a conclusion.
· There's no such thing as a fallacy in a moral claim.
· They must be supported by evidence.
Save
Kayla normally believes that a mother should make her child as ...
Claims 5 types Abridged.ppt
This document outlines five types of claims that arguments can be categorized into: claims of fact, claims of value, and claims of policy. Claims of fact aim to establish what is true or existed. Claims of value determine what is good or bad based on criteria. Claims of policy suggest solutions to problems by proposing courses of action. Arguments may contain mixed claims where one type predominates with others in supporting roles. Identifying the dominant claim helps establish the main purpose of the argument.
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This document outlines five types of claims that arguments can be categorized into: claims of fact, claims of value, and claims of policy. Claims of fact argue whether something is true or exists. Claims of value argue whether something is good or bad based on criteria. Claims of policy argue what actions should be taken to solve a problem. Arguments may contain mixed claims where one type predominates with other types as supporting claims. Identifying the predominant claim helps establish the main purpose of the argument.
Chapter 3Evaluating Moral ArgumentsWhat Is Moral Reasoning.docx
Chapter 3
Evaluating Moral Arguments
What Is Moral Reasoning?
Moral reasoningis ordinary critical reasoning applied to ethics.
Critical reasoning(also called critical thinking) is the careful, systematic evaluation of statementsand arguments.
Statements
A statement(or claim) is the assertion that something is either true or false. The following are examples of statements:“Murder is wrong.”“1 + 1 = 2”“Shakespeare wrote The Tempest.”
Statements and Arguments –1
When at least one statement attempts to provide reasons for believing another statement, we have an argument—a group of statements, one of which is supposed to be supported by the rest.
Statements and Arguments –2
The supporting statements are called premises.
The statement that is being supported by the others is the conclusion.
Identifying ArgumentsAn argumentis intended to prove something.All arguments share a pattern: at least one premise is required to support a conclusion.A cluster of unsupported claims is not an argument.The most reliable way to identify arguments is to look for the conclusion first.Look for indicator words:terms that often appear in arguments and signal that a premise or conclusion may be nearby.
Some words indicating a conclusion:
Therefore, consequently, hence, it follows that, thus, so, it must be thatSome words indicating a premise:
Because, since, for, given that, due to the fact that, for the reason that, the reason being, assuming that, as indicated by
Two Forms of Argument
A deductive argumentis supposed to give logically conclusivesupport to its conclusion.
An inductive argumentis supposed to offer probablesupport to its conclusion.
Common Deductive Argument FormsValid forms:Denying the antecedentAffirming the consequent Invalid forms:Affirming the antecedent(modus ponens)Denying the consequent(modus tollens)The hypothetical syllogism
Deductive Arguments
A deductive argument isvalidif the premises support the conclusion. That is, the conclusion follows necessarily from the premises. If the premises are true, then the conclusion must be true.
A deductive argument is invalidif the premises do not support the conclusion. That is, the conclusion does not follow necessarily from the premises. If the premises are true, then the conclusion may or may not be true.
A deductive argument is sound if it is valid and all its premises are true.
A deductive argument is unsound if it is invalid and/or any of its premises are false.
Inductive Arguments
An inductive argument is strongif it gives probable support to its conclusion. That is, if its premises are true, its conclusion is also likely to be true.
An inductive argument is weak if it does not give probable support to its conclusion. That is, if its premises are true, its conclusion is not more probable than not to be true.
An inductive argument is cogentif it is strong and all of its premises are true.
An inductive argument is not cogent if it is weakand/or any of.
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This document provides information on critical thinking and logical fallacies as they relate to making ethical arguments. It defines critical thinking as evaluating evidence, considering multiple perspectives, and using sound reasoning rather than just having an opinion. Logical fallacies are faulty logic that weaken arguments, such as appeals to emotion, false authority, slippery slopes, and straw man arguments. Examples are given to illustrate different types of logical fallacies. The document emphasizes the importance of fair-mindedness and avoiding logical fallacies when evaluating ethical issues.
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- Begging the question - Assuming the conclusion is true without evidence
- False analogy - Comparing two things that are not truly analogous
- Red herring - Intentionally diverting attention from the original issue
- Weak analogy - Comparing two things that are not analogous in relevant respects
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WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS
7: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Probability and Hypothesis Testing
Lightboard Lecture Video
· Hypothesis Testing
Difficulty Scale
(don’t plan on going out tonight)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
1 2 t4_chapter_one_powerpoint_new
The document provides an overview of critical thinking skills and discusses addressing obstacles to developing those skills. It defines stereotypes as overgeneralizations that can bog down thinking and provides examples. It also discusses adopting multiple perspectives, recognizing biased language, and analyzing arguments by evaluating their structure and the truth of any premises.
Dean R Berry Propaganda Techniques : Slippery Slope
This document discusses logical fallacies and provides examples of the slippery slope fallacy. It begins by outlining common core standards around evaluating arguments, claims, and evidence. It then defines the slippery slope fallacy as making an argument that one action will inevitably lead to a chain of worse outcomes without evidence. Examples are provided of both strong and weak slippery slope arguments. Students are asked to evaluate whether scenarios present slippery slope fallacies and discuss in pairs. The document concludes by asking students to write their own slippery slope argument.
TitleABC123 Version X1Strategic Management Framework.docx
Title
ABC/123 Version X
1
Strategic Management Framework
TMGT/550 Version 6
1
University of Phoenix MaterialStrategic Management Framework
I. Formulation
a. Analysis
i. Internal Environment
ii. Industry Environment
iii. External Environment
b. Strategy
i. Risks
ii. Corporate Strategy
iii. Scope
c. Goals
i. Policies
ii. Objectives
iii. Measurements, Metrics and Reporting
II. Implementation
a. Structure
i. Organizational Chart
ii. Initiatives/Programs
iii. Partners/Mergers/Acquisitions
b. Feedback
i. Budget
ii. Incentives
iii. Evaluation
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2016 by University of Phoenix. All rights reserved.
Can you identify any principles of justice which are being or may be violated by participants in the fast-fashion industry? What principles are violated by the corporate decision-makers? By the employees? By the consumers?
As demonstrated in the film, some economists argue that conditions in garment factories, bad as they may be, are better opportunities for workers in “developing” countries than they would have otherwise. After watching this film, do you buy this argument? Even if the argument is true, does that mean that conditions should not be improved? How are women’s rights particularly affected?
Compare the conditions for garment workers you saw in the film to those in factories in the U.S. in the early 20th century. How are they similar and how are they different? Compare the conditions for garment workers to conditions for factory workers in the United States and other Western countries today. What is the difference? What do you think makes conditions better in some countries? What allowed workers in the West to secure better working conditions, higher salaries, health insurance, and a chance at entering the middle class?
How important is collective bargaining to workers’ rights? When workers organized and protested the labor conditions in the film, they were met with a fierce backlash from their employers and state forces. Why is worker organizing and collective bargaining so threatening to employers and governments?
Given that labor and environmental laws are weaker in “developing” countries, are fast fashion companies’ voluntary codes of conduct sufficient to improve working conditions in garment factories? If not, how can domestic and international law be changed to make this improvement?
How can consumers affect change on this model? As experts posit in the film, consuming more can have a negative effect on your psyche. Can a change in your consumption habits improve your well-being? How can it improve the well-being of others?
As consumers what can we do? With so much recognized wrong in the world, how important are the issues raised here? Think about a single mother with four children to feed. Should she feel justified in shopping at Wal-Mart or elsewhere considering her kids will grow out of the clothes in a few months? If you are a univ ...
Language research.docx ip updated
The document provides guidance on developing hypotheses for research. It defines what a hypothesis is, including that it is a tentative explanation for a phenomenon that can be tested. It discusses the key components of a hypothesis, including that it specifies the independent and dependent variables and their expected relationship. The document also covers different types of hypotheses, such as directional vs. non-directional hypotheses and research hypotheses developed from existing literature. Tips are provided for writing hypotheses, including selecting a topic, reviewing existing research, generating questions, and stating the relationship between variables in a simple, testable statement.
Eng 83 r toulmin's method of argumentationr
This document provides an overview of the Toulmin method of argumentation. It discusses the key components of an argument according to this method - the claim, qualifiers, exceptions, data (reasons), warrants/evidence, anticipated objections, and rebuttals. Students are instructed to read an article on euthanasia and then analyze it using the Toulmin framework during a one hour break. They will then return to class to discuss their analysis. Key philosophers and sources on argumentation are also cited. The document aims to teach students how to deconstruct arguments according to the Toulmin model.
Senior High School Reading and Writing SKills
This document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, such as logical arrangement of ideas. Coherence refers to how well all the elements of the text, including ideas, fit together in a cohesive manner. The document outlines different types of text structures and organizational patterns commonly used in writing. It also discusses claims of fact, definition, cause, value, and policy as frameworks for organizing arguments and establishing purpose.
Existentialism sartre etc.-
Existentialism was concerned with radical freedom, the nature of being, and responsibility. Key figures included Jean-Paul Sartre, Simone de Beauvoir, Martin Heidegger, and Edmund Husserl. Sartre believed that existence precedes essence, meaning humans define themselves through their actions rather than having a predetermined nature. For Sartre, people are condemned to be free without excuses or God, resulting in anguish over absolute responsibility. De Beauvoir applied existentialist thought to feminism, arguing that womanhood is a social construct used to oppress women. Phenomenology focused on investigating conscious experiences without assumptions, while Heidegger explored the question of being and our tendency to get lost
New thought
New Thought is a distinctively American religious movement that began in the 19th century based on the ideas that thoughts can create reality and healing. It emphasizes the power of the mind in areas like intuition, spiritual healing, and creating one's own reality through affirmative prayer and meditation. Some key figures in the development of New Thought include Ralph Waldo Emerson, Phineas Quimby, Mary Baker Eddy, and Ernest Holmes. The document contrasts the concepts of visualization, which uses premeditated ideas, and visioning, which tries to let visions come without preconceptions in order to be pulled by a higher vision.
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Chapter 8 Body Paragraph Str
Chapter 8
Body Paragraph Strategies
If the introduction sets up your paper's thesis, and the thesis makes the claim, the
duty of the body paragraphs is to prove the claim. There are many different ways to
prove your claim, but let’s first start by looking at the structure of a body paragraph
because no matter what kind of proof you are using, it is likely that all body paragraphs
will use some of these major writing strategies to help the reader feel grounded and
make the paragraph feel organized.
Concept of Unity
In English 100 and 101, we talked about the idea of “forecasting”. This means
you want your reader to know where you are going. The main way we do this is with
topic sentences. A topic sentence tells the reader what part of the thesis the paragraph
will prove. It typically comes as the first sentence of a paragraph. There are times when
this is not the case, but it may be best to get in the habit of placing it there since this
strategy can never go wrong. Let’s look at a couple topic sentences from the course
readings. This is a body paragraph from the article, “Labels for GMO Foods are a Bad
Idea.” Scientific American, 1 Sep. 2013.
It’s not hard to tell from the title of this article what the main thesis is or what it
is arguing. Here is a body paragraph.
Antagonism toward GMO foods also strengthens the stigma
against a technology that has delivered enormous benefits to
people in developing countries and promises far more. Recently
published data from a seven-year study of Indian farmers show
that those growing a genetically modified crop increased their
yield per acre by 24 percent and boosted profits by 50 percent.
These farmers were able to buy more food—and food of greater
nutritional value—for their families.
The topic sentence I have highlighted in bold clearly connects to the main thesis
and it sets up the evidence to follow. A common error in body paragraphs is that
students feel that the evidence speaks for itself and they don’t set it up enough. This
may be true in some cases, but eventually your reader will start to feel lost and
unguided through all the evidence. We want them on a clear path the whole time.
Sometimes topic sentences refer to the paragraph above to create a transition.
The transition if often the last sentence in a body paragraph, but the topic sentence can
also connect paragraphs and make its main point. Let’s look at two more paragraphs
from the same article.
Many people argue for GMO labels in the name of increased
consumer choice. On the contrary, such labels have limited
people's options. In 1997, a time of growing opposition to GMOs
in Europe, the E.U. began to require them. By 1999, to avoid
labels that might drive customers away, most major European
retailers had removed genetically modified ingredients from
products bearing their brand. Major food producers such as
Nestlé followed suit. Today it is virtually impossible to find
GMOs ...
Ethical ClaimsBoth ethics and morals involve considerations abou.docx
Ethical Claims
Both ethics and morals involve considerations about what’s right and wrong. The term “ethics” derives from the Greek word ethos, meaning character, while “moral” comes from the Latin word moralis, meaning ethical. So the words “ethics” and “morals” are often used interchangeably.
For most of this text, we’ve been exploring the ways that people provide support that a claim is true. But now we’re exploring something quite different: how people provide support that a claim is right—not “right” in the sense of being accurate but “right” in the sense of being the morally correct thing to do.
Not everything has a moral dimension. Some things, like arithmetic, are amoral. The equation 2 + 2 = 4 is neither good nor bad, it’s just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it we will need to construct an argument (i.e., provide sound reasoning to support this conclusion). So we’re still dealing with claims and arguments, fallacies and sources, and so on, but we’ve completely left the realm of science, with its observable phenomena and replicable experiments. We’re in the land of ethics now.
We learn ethics like we learn everything else: through a mixture of personal experience and shared knowledge. Every society possesses a sense that some things are right and others are wrong. Generally speaking, we believe that it is good to help other people and bad to hurt them. We learn this from our own reactions to things as we grow up and develop our sense of self. And these lessons are reinforced by parents, teachers, friends, and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual’s actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a given situation.
Justification: an argument claiming that violating some moral principle is actually the right course of action in a given situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing someone else. (justification)
Moral dilemma: a situation in which there is not an obvious ethically right or wrong answer, often because there are two moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It’s wrong to kill.
Should I kill him to keep him from killing others?
Answer the following questions about the material above.
Multiple Choice Question
How do moral claims differ from other types of claims?
· There’s no such thing as a fallacy in a moral claim.
· They make a claim about what’s right and wrong.
· They must be supported by evidence.
· They contain a premise and a conclusion.
Multiple Choice Question
Kayla normally believes that a mother should make her child as happy as possibl ...
Writing Arguments
Provides an overview of how to write an argumentative essay--also includes brief discussion of logical fallacies
Online Philosophy Assignment Help
I am Ahmed M. I am a Philosophy Law Assignment Expert at lawhomeworkhelp.com. I hold a master's in LLB, from The New York University, Abu Dhabi. I have been helping students with their assignment for the past 8 years. I solve assignments related to Philosophy Law.
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Ethics 9.1 Ethical Claims Questions 0 of 3 complete (0) 0 of.docx
Ethics / 9.1 Ethical Claims Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Ethical Claims
Both ethics and morals involve considerations about what's right and wrong. The term "ethics" derives from the Greek word ethos, meaning character, while "moral" comes from the Latin word moralis, meaning ethical. So the words "ethics" and "morals" are often used interchangeably.
For most of this text, we've been exploring the ways that people provide support that a claim is true. But now we're exploring something quite different: how people provide support that a claim is right—not "right" in the sense of accurate but "right" in the sense of morally the correct thing to do.
Not everything has a moral dimension. Some things, like arithmetic, are amoral. The equation 2 + 2 = 4 is neither good nor bad, it's just true. In contrast, consider the following claim:
It is wrong to eat meat.
This is still a conclusion, and to persuade others to believe it, we will need to construct an argument (i.e., provide sound reasoning to support this conclusion). So we're still dealing with claims and arguments, fallacies and sources, and so on. But we've completely left the realm of science, with its observable phenomena and replicable experiments. We're in the land of ethics now.
We learn ethics like we learn everything else, through a mixture of personal experience and shared knowledge. Every society possesses a sense that some things are right and others are wrong. Generally speaking, we believe that it is good to help other people and bad to hurt them. We learn this from our own reactions to things as we grow up and develop our sense of self. And these lessons are reinforced by parents, teachers, friends, and strangers, as well as in the stories of our culture.
A Few Helpful Terms for Discussing Ethics
Ethics: thinking and reasoning about right and wrong.
Moral principles: rules of conduct that guide an individual's actions to take into account the interests of other people.
Excuse: a reason offered for breaking a moral principle in a given situation.
Justification: an argument claiming that violating some moral principle is actually the right course of action in a given situation.
Killing is wrong… (moral principle)
… unless you are killing someone as punishment for killing someone else. (justification)
Moral dilemma: a situation in which there is not an obvious ethically right or wrong answer, often because there are two moral principles in conflict with each other.
An armed man has entered a school and is killing children.
It's wrong to kill.
Should I kill him to keep him from killing others?
Answer the following questions about the material above.
How do moral claims differ from other types of claims?
· They make a claim about what's right and wrong.
· They contain a premise and a conclusion.
· There's no such thing as a fallacy in a moral claim.
· They must be supported by evidence.
Save
Kayla normally believes that a mother should make her child as ...
Claims 5 types Abridged.ppt
This document outlines five types of claims that arguments can be categorized into: claims of fact, claims of value, and claims of policy. Claims of fact aim to establish what is true or existed. Claims of value determine what is good or bad based on criteria. Claims of policy suggest solutions to problems by proposing courses of action. Arguments may contain mixed claims where one type predominates with others in supporting roles. Identifying the dominant claim helps establish the main purpose of the argument.
Claims 3 types.pptx
This document outlines five types of claims that arguments can be categorized into: claims of fact, claims of value, and claims of policy. Claims of fact argue whether something is true or exists. Claims of value argue whether something is good or bad based on criteria. Claims of policy argue what actions should be taken to solve a problem. Arguments may contain mixed claims where one type predominates with other types as supporting claims. Identifying the predominant claim helps establish the main purpose of the argument.
Chapter 3Evaluating Moral ArgumentsWhat Is Moral Reasoning.docx
Chapter 3
Evaluating Moral Arguments
What Is Moral Reasoning?
Moral reasoningis ordinary critical reasoning applied to ethics.
Critical reasoning(also called critical thinking) is the careful, systematic evaluation of statementsand arguments.
Statements
A statement(or claim) is the assertion that something is either true or false. The following are examples of statements:“Murder is wrong.”“1 + 1 = 2”“Shakespeare wrote The Tempest.”
Statements and Arguments –1
When at least one statement attempts to provide reasons for believing another statement, we have an argument—a group of statements, one of which is supposed to be supported by the rest.
Statements and Arguments –2
The supporting statements are called premises.
The statement that is being supported by the others is the conclusion.
Identifying ArgumentsAn argumentis intended to prove something.All arguments share a pattern: at least one premise is required to support a conclusion.A cluster of unsupported claims is not an argument.The most reliable way to identify arguments is to look for the conclusion first.Look for indicator words:terms that often appear in arguments and signal that a premise or conclusion may be nearby.
Some words indicating a conclusion:
Therefore, consequently, hence, it follows that, thus, so, it must be thatSome words indicating a premise:
Because, since, for, given that, due to the fact that, for the reason that, the reason being, assuming that, as indicated by
Two Forms of Argument
A deductive argumentis supposed to give logically conclusivesupport to its conclusion.
An inductive argumentis supposed to offer probablesupport to its conclusion.
Common Deductive Argument FormsValid forms:Denying the antecedentAffirming the consequent Invalid forms:Affirming the antecedent(modus ponens)Denying the consequent(modus tollens)The hypothetical syllogism
Deductive Arguments
A deductive argument isvalidif the premises support the conclusion. That is, the conclusion follows necessarily from the premises. If the premises are true, then the conclusion must be true.
A deductive argument is invalidif the premises do not support the conclusion. That is, the conclusion does not follow necessarily from the premises. If the premises are true, then the conclusion may or may not be true.
A deductive argument is sound if it is valid and all its premises are true.
A deductive argument is unsound if it is invalid and/or any of its premises are false.
Inductive Arguments
An inductive argument is strongif it gives probable support to its conclusion. That is, if its premises are true, its conclusion is also likely to be true.
An inductive argument is weak if it does not give probable support to its conclusion. That is, if its premises are true, its conclusion is not more probable than not to be true.
An inductive argument is cogentif it is strong and all of its premises are true.
An inductive argument is not cogent if it is weakand/or any of.
Critical Thinking & Logic in Ethics
This document provides information on critical thinking and logical fallacies as they relate to making ethical arguments. It defines critical thinking as evaluating evidence, considering multiple perspectives, and using sound reasoning rather than just having an opinion. Logical fallacies are faulty logic that weaken arguments, such as appeals to emotion, false authority, slippery slopes, and straw man arguments. Examples are given to illustrate different types of logical fallacies. The document emphasizes the importance of fair-mindedness and avoiding logical fallacies when evaluating ethical issues.
Christmas Design Writing Paper
The document discusses the concept of the Law of Attraction promoted by the 2006 film and book "The Secret". It argues that believing the Law of Attraction is nonsense for several reasons. First, it blames victims by suggesting negative events in their lives are their own fault for not thinking positively enough. However, bad things happen to people through no fault of their own, such as being born into poverty or becoming a victim of crime or disease. Believing the Law of Attraction places unrealistic expectations on people and does not reflect how the real world works.
So what do fallacies look like
The document provides definitions and examples of various logical fallacies including:
- Hasty generalization - Making assumptions based on inadequate samples
- Post hoc - Assuming A causes B because A occurred before B
- Ad hominem - Attacking the person making an argument rather than the argument itself
- Appeal to authority - Citing an irrelevant authority to support an argument
- Begging the question - Assuming the conclusion is true without evidence
- False analogy - Comparing two things that are not truly analogous
- Red herring - Intentionally diverting attention from the original issue
- Weak analogy - Comparing two things that are not analogous in relevant respects
Tips And Tricks To Write A Research Paper Easily - Write My Essays
The document provides tips and instructions for writing a research paper easily using the website HelpWriting.net. It outlines 5 steps: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Ensure the paper meets expectations and authorize payment. 5) Request revisions until satisfied with the original, high-quality content or receive a full refund. The document promotes using HelpWriting.net's writing services with assurances of meeting needs.
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS
7: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Probability and Hypothesis Testing
Lightboard Lecture Video
· Hypothesis Testing
Difficulty Scale
(don’t plan on going out tonight)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS7 MEDIA LIBRARY.docx
7 HYPOTHETICALS AND YOU TESTING YOUR QUESTIONS
7: MEDIA LIBRARY
Premium Videos
Core Concepts in Stats Video
· Probability and Hypothesis Testing
Lightboard Lecture Video
· Hypothesis Testing
Difficulty Scale
(don’t plan on going out tonight)
WHAT YOU WILL LEARN IN THIS CHAPTER
· Understanding the difference between a sample and a population
· Understanding the importance of the null and research hypotheses
· Using criteria to judge a good hypothesis
SO YOU WANT TO BE A SCIENTIST
You might have heard the term hypothesis used in other classes. You may even have had to formulate one for a research project you did for another class, or you may have read one or two in a journal article. If so, then you probably have a good idea what a hypothesis is. For those of you who are unfamiliar with this often-used term, a hypothesis is basically “an educated guess.” Its most important role is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.
That’s why taking the care and time to formulate a really precise and clear research question is so important. This research question will guide your creation of a hypothesis, and in turn, the hypothesis will determine the techniques you will use to test it and answer the question that was originally asked.
So, a good hypothesis translates a problem statement or a research question into a format that makes it easier to examine. This format is called a hypothesis. We will talk about what makes a hypothesis a good one later in this chapter. Before that, let’s turn our attention to the difference between a sample and a population. This is an important distinction, because while hypotheses usually describe a population, hypothesis testing deals with a sample and then the results are generalized to the larger population. We also address the two main types of hypotheses (the null hypothesis and the research hypothesis). But first, let’s formally define some simple terms that we have used earlier in Statistics for People Who (Think They) Hate Statistics.
SAMPLES AND POPULATIONS
As a good scientist, you would like to be able to say that if Method A is better than Method B in your study, this is true forever and always and for all people in the universe, right? Indeed. And, if you do enough research on the relative merits of Methods A and B and test enough people, you may someday be able to say that.
But don’t get too excited, because it’s unlikely you will ever be able to speak with such confidence. It takes too much money ($$$) and too much time (all those people!) to do all that research, and besides, it’s not even necessary. Instead, you can just select a representative sample from the population and test your hypothesis about the relative merits of Methods A and B on that sample.
Given the constraints of never enough time and never enough research funds, with which almost all scientists live, the next best strategy is to take a portion of a lar.
1 2 t4_chapter_one_powerpoint_new
The document provides an overview of critical thinking skills and discusses addressing obstacles to developing those skills. It defines stereotypes as overgeneralizations that can bog down thinking and provides examples. It also discusses adopting multiple perspectives, recognizing biased language, and analyzing arguments by evaluating their structure and the truth of any premises.
Dean R Berry Propaganda Techniques : Slippery Slope
This document discusses logical fallacies and provides examples of the slippery slope fallacy. It begins by outlining common core standards around evaluating arguments, claims, and evidence. It then defines the slippery slope fallacy as making an argument that one action will inevitably lead to a chain of worse outcomes without evidence. Examples are provided of both strong and weak slippery slope arguments. Students are asked to evaluate whether scenarios present slippery slope fallacies and discuss in pairs. The document concludes by asking students to write their own slippery slope argument.
TitleABC123 Version X1Strategic Management Framework.docx
Title
ABC/123 Version X
1
Strategic Management Framework
TMGT/550 Version 6
1
University of Phoenix MaterialStrategic Management Framework
I. Formulation
a. Analysis
i. Internal Environment
ii. Industry Environment
iii. External Environment
b. Strategy
i. Risks
ii. Corporate Strategy
iii. Scope
c. Goals
i. Policies
ii. Objectives
iii. Measurements, Metrics and Reporting
II. Implementation
a. Structure
i. Organizational Chart
ii. Initiatives/Programs
iii. Partners/Mergers/Acquisitions
b. Feedback
i. Budget
ii. Incentives
iii. Evaluation
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2016 by University of Phoenix. All rights reserved.
Can you identify any principles of justice which are being or may be violated by participants in the fast-fashion industry? What principles are violated by the corporate decision-makers? By the employees? By the consumers?
As demonstrated in the film, some economists argue that conditions in garment factories, bad as they may be, are better opportunities for workers in “developing” countries than they would have otherwise. After watching this film, do you buy this argument? Even if the argument is true, does that mean that conditions should not be improved? How are women’s rights particularly affected?
Compare the conditions for garment workers you saw in the film to those in factories in the U.S. in the early 20th century. How are they similar and how are they different? Compare the conditions for garment workers to conditions for factory workers in the United States and other Western countries today. What is the difference? What do you think makes conditions better in some countries? What allowed workers in the West to secure better working conditions, higher salaries, health insurance, and a chance at entering the middle class?
How important is collective bargaining to workers’ rights? When workers organized and protested the labor conditions in the film, they were met with a fierce backlash from their employers and state forces. Why is worker organizing and collective bargaining so threatening to employers and governments?
Given that labor and environmental laws are weaker in “developing” countries, are fast fashion companies’ voluntary codes of conduct sufficient to improve working conditions in garment factories? If not, how can domestic and international law be changed to make this improvement?
How can consumers affect change on this model? As experts posit in the film, consuming more can have a negative effect on your psyche. Can a change in your consumption habits improve your well-being? How can it improve the well-being of others?
As consumers what can we do? With so much recognized wrong in the world, how important are the issues raised here? Think about a single mother with four children to feed. Should she feel justified in shopping at Wal-Mart or elsewhere considering her kids will grow out of the clothes in a few months? If you are a univ ...
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